Abstract
This paper provides an account of my experience and insights gained while navigating the transition of Action Learning Sets (ALS), initially conducted face-to-face, into an online format during the COVID 19 lockdowns. Employing autoethnography as the methodological approach, this account allows for a critical reflection of my professional practice and the lessons I learnt from this process in relation to the wider social landscape that influenced these experiences during this particular period. Reflecting on 6 Action Learning Sets that moved online, I explore the online space as the context in which professional, student and family identities intersect. Within this context, issues of privacy, trust, intersectionality and group failure surface, calling for the need to redesign ALS for online contexts in ways that provide inclusive, safe and effective learning.
Original language | English |
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Title of host publication | Proceedings of the 29th UK Academy for Information Systems (UKAIS) International Conference |
Subtitle of host publication | University of Kent 25th-26th April 2024 |
Publisher | UK Academy for Information Systems |
Number of pages | 8 |
ISBN (Print) | 9781739087517 |
Publication status | Published - 2024 |
Event | 29th UK Academy for Information Systems International Conference - University of Kent, Canterbury, United Kingdom Duration: 25 Apr 2024 → 26 Apr 2024 https://www.ukais.org/ukais-conference/ukais-2024/ |
Conference
Conference | 29th UK Academy for Information Systems International Conference |
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Abbreviated title | UKAIS 2024 |
Country/Territory | United Kingdom |
City | Canterbury |
Period | 25/04/24 → 26/04/24 |
Internet address |